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- W2896664002 abstract "In geography ‘enquiry learning’ has long been advocated as an important approach for teachers; however, evidence (Ofsted, 2008 , 2011 ) suggests that, although excellent in some schools, its use in both Key Stage 3 (KS3) and Key Stage 4 (KS4) is limited. This chapter starts by discussing different interpretations of the term pedagogy and goes on to consider ideas surrounding geographical enquiry starting by linking enquiry to established learning theories, particularly constructivism, and the importance of students being actively involved in their own learning and the key role that teachers play in facilitating this. Although there may be a lack of consensus about what teachers understand by the term ‘geographical enquiry’, the key debate must be about why only limited use of an enquiry approach is used in schools, whether or not this is an inevitable result of the current demands being made on teachers and schools, and whether the educational goals and purposes advocated by the Geographical Association (GA) in this quote are being lost as a result of the pressures of the performativity agenda." @default.
- W2896664002 created "2018-10-26" @default.
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- W2896664002 date "2013-01-04" @default.
- W2896664002 modified "2023-09-27" @default.
- W2896664002 title "Whatever happened to the enquiry approach in geography?" @default.
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- W2896664002 doi "https://doi.org/10.4324/9780203136614-16" @default.
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